西藏初中藏族教师实施数学新课程的个案研究  

A Case Study on Conducting New Mathematics Curriculum by Tibetan Middle School Teachers in Tibet

作　　者：唐恒钧[1] 李忠如[2] 

机构地区：[1]西南大学基础教育研究中心,重庆400715 [2]西南大学数学与统计学院,重庆400715

出　　处：《民族教育研究》2011年第5期51-55,共5页Journal of Research on Education for Ethnic Minorities

基　　金：教育部人文社会科学研究一般项目"多元文化数学课程的理论与实践"(课题编号:10YJA880179);"西南大学基本科研业务费专项资金资助项目"(课题编号:SWU0909687)阶段性成果

摘　　要：教育发展的滞后已成为制约西藏发展的关键因素,而教师是民族地区基础教育发展的关键。2005年西藏全面实施义务教育数学新课改以来,反映西藏藏族数学教师实施新课程的研究还较为鲜见。为了解西藏藏族数学教师新课程实施的现状,笔者分析了拉萨市M中学4位藏族教师的数学课,发现在取得了一些成功经验的同时,也存在一些问题。教师需要在观念、实施途径等方面加以改善,以进一步提高数学新课程的实施水平。After the new curriculum reform for compulsory education in Tibet, studies on Tibetan math teachers＇ new curriculum reform are rarely seen. The writers made a case study on four Tibetan math teachers at a middle school in Lhasa and analyzed the status quo of these Tibetan teachers in their new curriculum reform. We hold that though in concept they support the reform, make their efforts to carry it out in teaching and try to maintain characteristics of Tibetan math teaching, they still need to make improvement in concept and approach in order to further raise their teaching level.

关 键 词：藏族数学教师 新课程实施 个案 

分 类 号：G758.1[文化科学—教育学]